DOCSLIB.ORG

The Othering of Teacher Training in Lebowa Bantustan: a Historical Perspective

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

Journal of Education, 2020 Issue 81, http://journals.ukzn.ac.za/index.php/joe doi: http://dx.doi.org/10.17159/2520-9868/i81a01 The othering of teacher training in Lebowa bantustan: A historical perspective Johannes Seroto Department of Educational Foundations, College of Education, University of South Africa, Pretoria, South Africa [email protected] https://orcid.org/0000-0003-1737-719X (Received: 10 March 2020; accepted: 22 August 2020) Abstract In this paper, I focus on the history of teacher training for Africans in the former Lebowa bantustan. My discussion of this is informed by the theoretical concepts of othering and structural racialisation, which capture various prejudices such as segregation, marginalisation, hierarchisation, subjugation, and racism. I examined textual data for the period 1970–1994 which included unpublished material, Lebowa Department of Education reports, memoranda, administrative documents, and newspaper articles and journals housed in Limpopo Provincial Archives, Polokwane, to elicit meaning and gain insight into the othering of teacher training in Lebowa. I established that African teachers were othered from economic, educational, political, and technological power through the bantustan policy and that this othering was interconnected. For African teachers to be inferior, subjugated, and marginalised, they needed to be spatially isolated; they had to receive a segregated, racialised, gendered, and inferior curriculum. This meant that resources were inequitably allocated and distributed across racial groups. Further, I argue that to understand the underlying problem of teacher education and other related challenges, we need to interrogate processes, structures, relationships, and the interconnectedness of the various factors and systems that produced a particular outcome. Keywords : bantustans, Lebowa, teacher education, othering, structural racialisation Introduction South Africa continues to be characterised by inequalities in health, education, land distribution, and economic status. The histories of the bantustans, where most of these contemporary challenges are located, are critical to understanding and addressing these problems (Ally & Lissoni, 2017). For this reason, the conversation about the history of the bantustans has re-emerged as evidenced in a special issue of the South African History Journal entitled “Let’s Talk about the Bantustans”, a journal that featured Chisholm’s (2013) examination of bantustan education history four years earlier. The polemic about the Online ISSN 2520-9868 Print ISSN 0259-479X 12 Journal of Education, No. 81, 2020 bantustans can be traced back to Stephen Bantu Biko, the South African anti-apartheid activist. In his newsletter article, Let’s talk about bantustans, Biko (1972, p. 23) first argued that “[p]olitically, the bantustans are the greatest single fraud ever invented by white politicians.” When the National Party came to power, it introduced a plethora of laws that created new and exacerbated existing political and social ills. In 1951, the Bantu Authorities Act No 68 was introduced and, subsequent to it, the Promotion of Bantu Self-Government Act No 46 of 1959. These laws sent African people to bantustans (decorously) referred to as “homelands” based on the 1913 Land Act. The Bantu Authorities Act No 68 of 1951 stated that the entire African population should be divided into ten ethnic homelands or bantustans. Lebowa, Gazankulu, Qwaqwa, KaNgwane, KwaNdebele, KwaZulu were classified as independent states and Transkei, Bophuthatswana, Venda, and Ciskei (TBVC) were given so-called independence status. The two bantustans of Ciskei and Transkei were created for the Xhosa people, Lebowa for the Pedi (North Sotho), Venda for the Venda, Bophuthatswana for the Tswana, Gazankulu for the Tsonga, KwaZulu for the Zulu, and Qwa Qwa for the Basotho respectively. Lebowa was granted internal self-government on October 2, 1972 through Proclamation R224 of 1972. The bantustan was responsible for the provision of education to Africans in its territory (Lebowa Government Services, 1962, 1976b; Republic of South Africa, 1972). In 1994 it was reincorporated into South Africa and is today part of Limpopo province, the fifth largest of South Africa’s nine provinces. This province is located in the northern part of South Africa and shares borders with Botswana, Zimbabwe, and Mozambique. It had the geographical area of 125 754 km² in 2011 and a population of 5,8 million in 2016 (Statistics South Africa, 2018). The bantustan is of interest to this study because it was the “problematic child of apartheid—dependent and weak but yet irresponsible and unruly” (Jacklin, 1994, p. 1). The bantustan was riddled with mismanagement and corruption issues. The 1990 Interim Report—the De Meyer Report— indicated that the bantustan misused funds allocated for the purchase of school textbooks between 1982 and 1990 (De Meyer, 1990). In her report to National Education Policy Investigation (NEPI), commissioned by the National Education Crisis Committee (NECC) in 1989, Jacklin (1994) noted numerous upheavals in the territory that led to mass political protest and escalating violence in the education sector of Lebowa bantustan. These included a nine-week chalk-down by teachers; teacher defiance supported by the civil servants; a call for better educational facilities and more teachers; protest against the non-provision of school books; and protest against educational grievances unresolved by the government. On June 24, 1990 students at 11 Lebowa Colleges decided not to pay school fees (Jarvis, 1990). The pass percentage of matriculants in the Lebowa bantustan was also worrying. In 1986, for example, of 20,284 candidates, only 8,453 (41,1%) passed the matriculation examination, which was the lowest rate in the Republic of South Africa (Hartshorne, 1988). Bot (1987, p. 60) argued that “the quality of any educational system is to a large extent determined by the quality of the teacher corps.” Very little has been written about teacher education in the Lebowa bantustan, of whose people 90% were Africans in 1986. Seroto: The ‘othering’ of teacher training in Lebowa bantustan 13 Most studies conducted on bantustans have focused fundamentally on the inequalities that were created as a result of the National Party government policy. Some scholars of African studies have concentrated on the impact of apartheid legislation on education for Africans in general, bantustan education included (Christie, 1991; Dubow, 1989; Hartshorne, 1992; Hyslop, 1990; Kallaway, 2002; Mawasha, 1969). However, there is limited dedicated research that focuses on inequalities created by various bantustan government policies (Ally & Lissoni, 2017; Chisholm, 2013; Chisholm, 2018; Jacklin & Graaff, 1992; Lissoni & Ally, 2018). In this article, I advance a new interpretation of bantustan historiography by examining how inequalities in teacher education in Lebowa bantustan were promoted through the concept of othering. I use the structural racialisation approach that has not been used in bantustan historiography, to understand how these inequalities in teacher education were constructed. The main research question was: How did the apartheid state use othering practices to marginalise teacher training in the Lebowa bantustan? I address this question first by investigating how spatial segregation was used to promote marginalisation and othering of teacher education in Lebowa. Second, I examine how curriculum segregation was used as a strategy for othering and for producing persistent hierarchisation and subjugation in teacher training in Lebowa. Last, I reflect on the outcome and how various structures impacted on the understanding of how othering created inequalities in teacher education in Lebowa bantustan. In order to address the research question, I carried out a textual analysis of selected documents that were relevant to the research aim. My focus was on archival documents (unpublished material, Lebowa Department of Education reports, memoranda, administrative documents, newspaper articles, and journals housed in Limpopo Provincial Archives in Polokwane, capital of Limpopo Province). The period covered in this study is from 1970 to 1994. Following Corbin and Strauss (2008), I examined and interpreted textual data to elicit meaning and to give me greater understanding about the othering of teacher training in Lebowa. As already mentioned, to inform my analysis, I used the theoretical perspectives of othering and structural racialisation. I organised the findings into themes related to the central research question articulated above. The four themes that emerged from my data analysis process were (a) how physical spacing promoted the othering of teacher education; (b) how hierarchisation of curriculum and feminisation of teacher education played a role in the othering of teacher education, (c) how racial policies accelerated the othering of teacher education, and (d) how different structures (as defined through structural racialisation) contributed to the outcome of inequality in teacher education in Lebowa. Theoretical framework The concepts of othering and structural racialisation as discussed in the context of this study, are interconnected. The term othering was introduced by the French feminist, Simone de Beauvoir, in 1949. According to Brons (2015) and Jensen (2009), the notion was not entirely new; Hegel had developed it in Phänomenologie des Geistes in 1807. Postcolonial writer, Spivak, in her 1985 essay entitled
Recommended publications
  • South Africa

    South Africa

    Safrica Page 1 of 42 Recent Reports Support HRW About HRW Site Map May 1995 Vol. 7, No.3 SOUTH AFRICA THREATS TO A NEW DEMOCRACY Continuing Violence in KwaZulu-Natal INTRODUCTION For the last decade South Africa's KwaZulu-Natal region has been troubled by political violence. This conflict escalated during the four years of negotiations for a transition to democratic rule, and reached the status of a virtual civil war in the last months before the national elections of April 1994, significantly disrupting the election process. Although the first year of democratic government in South Africa has led to a decrease in the monthly death toll, the figures remain high enough to threaten the process of national reconstruction. In particular, violence may prevent the establishment of democratic local government structures in KwaZulu-Natal following further elections scheduled to be held on November 1, 1995. The basis of this violence remains the conflict between the African National Congress (ANC), now the leading party in the Government of National Unity, and the Inkatha Freedom Party (IFP), the majority party within the new region of KwaZulu-Natal that replaced the former white province of Natal and the black homeland of KwaZulu. Although the IFP abandoned a boycott of the negotiations process and election campaign in order to participate in the April 1994 poll, following last minute concessions to its position, neither this decision nor the election itself finally resolved the points at issue. While the ANC has argued during the year since the election that the final constitutional arrangements for South Africa should include a relatively centralized government and the introduction of elected government structures at all levels, the IFP has maintained instead that South Africa's regions should form a federal system, and that the colonial tribal government structures should remain in place in the former homelands.
  • The Ethnobotany of Central Sekhukhuneland, South Africa

    The Ethnobotany of Central Sekhukhuneland, South Africa

    The Ethnobotany of Central Sekhukhuneland, South Africa by Mahlatse Maromo Paul Mogale DISSERTATION submitted in fulfilment of the requirements of the degree MAGISTER SCIENTIAE in BOTANY in the FACULTY OF SCIENCE at the UNIVERSITY OF JOHANNESBURG SUPERVISOR: PROF BEN-ERIK VAN WYK CO-SUPERVISOR: DOMITILLA CLAUDIA RAIMONDO FEBRUARY 2018 MSc Dissertation Mogale M.M.P The Ethnobotany of Central Sekhukhuneland, South Africa 0 | AFFIDAVIT: MASTER AND DOCTORAL STUDENTS TO WHOM IT MAY CONCERN This serves to confirm that I (Full Name(s) and Surname) Mahlatse Maromo Paul Mogale ID Number: 8809056203082 Student number: 201467302 enrolled for the Qualification: Masters in Botany in the Faculty of Science Herewith declare that my academic work is in line with the Plagiarism Policy of the University of Johannesburg with which I am familiar. I further declare that the work presented in the dissertation is authentic and original unless clearly indicated otherwise and in such instances full reference to the source is acknowledged and I do not pretend to receive any credit for such acknowledged quotations, and that there is no copyright infringement in my work. I declare that no unethical research practices were used or material gained through dishonesty. I understand that plagiarism is a serious offence and that should I contravene the Plagiarism Policy notwithstanding signing this affidavit, I may be found guilty of a serious criminal offence (perjury) that would amongst other consequences compel the University of Johannesburg to inform all other tertiary institutions of the offence and to issue a corresponding certificate of reprehensible academic conduct to whomever requests such a certificate from the institution.
  • REFERENCES to COLONIALISM, COLONIAL, and IMPERIALISM South Africa Truth Commission

    REFERENCES to COLONIALISM, COLONIAL, and IMPERIALISM South Africa Truth Commission

    REFERENCES TO COLONIALISM, COLONIAL, AND IMPERIALISM South Africa Truth Commission Abstract A list of references to colonialism, colonial, and imperialism in the South Africa Truth Commission. Chelsea Barranger Links to Data Visualization This section contains links to all data visualization for the South Africa report. Comparison Charts • References to Colonialism, Colonial, and Imperialism chart • References to Colonialism, Colonial, and Imperialism excel list Word Trees • Colonial • Colonialism • Imperialism References to Colonialism, Colonial, and Imperialism This section contains all references to colonialism, colonial, and imperialism from the South Africa report. <Files\\Truth Commission Reports\\Africa\\SouthAfrica.TRC_.Report-FULL> - § 64 references coded [0.13% Coverage] Reference 1 - 0.01% Coverage 1834 (when slavery was abolished). b The many wars of dispossession and colonial conquest dating from the first war against the Khoisan in 1659, through several so-called frontier conflicts as white settlers penetrated northwards, to the Bambatha uprising of 1906, the last attempt at armed defence by an indigenous grouping. c The systematic hunting and Reference 2 - 0.01% Coverage violation of shocking proportions.2 f The genocidal war in the early years of this century directed by the German colonial administration in South West Africa at the Herero people, which took them to the brink of extinction. 8 It is also important Reference 3 - 0.01% Coverage trees are stripped and leafless. 16 But if this was an act of wholesale dispossession and discrimination, so too was the 1909 South Africa Act which was passed, not by a South African legislature, but by the British Parliament. In terms of the South Africa Act, Britain’s four South African colonies were merged into one nation and granted juridical independence under a constitutional arrangement that transferred power in perpetuity to a minority of white voters.
  • African Studies Association 59Th Annual Meeting

    African Studies Association 59Th Annual Meeting

    AFRICAN STUDIES ASSOCIATION 59TH ANNUAL MEETING IMAGINING AFRICA AT THE CENTER: BRIDGING SCHOLARSHIP, POLICY, AND REPRESENTATION IN AFRICAN STUDIES December 1 - 3, 2016 Marriott Wardman Park Hotel, Washington, D.C. PROGRAM COMMITTEE CHAIRS: Benjamin N. Lawrance, Rochester Institute of Technology William G. Moseley, Macalester College LOCAL ARRANGEMENTS COMMITTEE CHAIRS: Eve Ferguson, Library of Congress Alem Hailu, Howard University Carl LeVan, American University 1 ASA OFFICERS President: Dorothy Hodgson, Rutgers University Vice President: Anne Pitcher, University of Michigan Past President: Toyin Falola, University of Texas-Austin Treasurer: Kathleen Sheldon, University of California, Los Angeles BOARD OF DIRECTORS Aderonke Adesola Adesanya, James Madison University Ousseina Alidou, Rutgers University Souleymane Bachir Diagne, Columbia University Brenda Chalfin, University of Florida Mary Jane Deeb, Library of Congress Peter Lewis, Johns Hopkins University Peter Little, Emory University Timothy Longman, Boston University Jennifer Yanco, Boston University ASA SECRETARIAT Suzanne Baazet, Executive Director Kathryn Salucka, Program Manager Renée DeLancey, Program Manager Mark Fiala, Financial Manager Sonja Madison, Executive Assistant EDITORS OF ASA PUBLICATIONS African Studies Review: Elliot Fratkin, Smith College Sean Redding, Amherst College John Lemly, Mount Holyoke College Richard Waller, Bucknell University Kenneth Harrow, Michigan State University Cajetan Iheka, University of Alabama History in Africa: Jan Jansen, Institute of Cultural
  • Truth and Reconciliation Commission of South Africa Report: Volume 2

    Truth and Reconciliation Commission of South Africa Report: Volume 2

    VOLUME TWO Truth and Reconciliation Commission of South Africa Report The report of the Truth and Reconciliation Commission was presented to President Nelson Mandela on 29 October 1998. Archbishop Desmond Tutu Ms Hlengiwe Mkhize Chairperson Dr Alex Boraine Mr Dumisa Ntsebeza Vice-Chairperson Ms Mary Burton Dr Wendy Orr Revd Bongani Finca Adv Denzil Potgieter Ms Sisi Khampepe Dr Fazel Randera Mr Richard Lyster Ms Yasmin Sooka Mr Wynand Malan* Ms Glenda Wildschut Dr Khoza Mgojo * Subject to minority position. See volume 5. Chief Executive Officer: Dr Biki Minyuku I CONTENTS Chapter 1 Chapter 6 National Overview .......................................... 1 Special Investigation The Death of President Samora Machel ................................................ 488 Chapter 2 The State outside Special Investigation South Africa (1960-1990).......................... 42 Helderberg Crash ........................................... 497 Special Investigation Chemical and Biological Warfare........ 504 Chapter 3 The State inside South Africa (1960-1990).......................... 165 Special Investigation Appendix: State Security Forces: Directory Secret State Funding................................... 518 of Organisations and Structures........................ 313 Special Investigation Exhumations....................................................... 537 Chapter 4 The Liberation Movements from 1960 to 1990 ..................................................... 325 Special Investigation Appendix: Organisational structures and The Mandela United
  • The Free State, South Africa

    The Free State, South Africa

    Higher Education in Regional and City Development Higher Education in Regional and City Higher Education in Regional and City Development Development THE FREE STATE, SOUTH AFRICA The third largest of South Africa’s nine provinces, the Free State suffers from The Free State, unemployment, poverty and low skills. Only one-third of its working age adults are employed. 150 000 unemployed youth are outside of training and education. South Africa Centrally located and landlocked, the Free State lacks obvious regional assets and features a declining economy. Jaana Puukka, Patrick Dubarle, Holly McKiernan, How can the Free State develop a more inclusive labour market and education Jairam Reddy and Philip Wade. system? How can it address the long-term challenges of poverty, inequity and poor health? How can it turn the potential of its universities and FET-colleges into an active asset for regional development? This publication explores a range of helpful policy measures and institutional reforms to mobilise higher education for regional development. It is part of the series of the OECD reviews of Higher Education in Regional and City Development. These reviews help mobilise higher education institutions for economic, social and cultural development of cities and regions. They analyse how the higher education system T impacts upon regional and local development and bring together universities, other he Free State, South Africa higher education institutions and public and private agencies to identify strategic goals and to work towards them. CONTENTS Chapter 1. The Free State in context Chapter 2. Human capital and skills development in the Free State Chapter 3.
  • The Nature of Medicine in South Africa: the Intersection of Indigenous and Biomedicine

    The Nature of Medicine in South Africa: the Intersection of Indigenous and Biomedicine

    THE NATURE OF MEDICINE IN SOUTH AFRICA: THE INTERSECTION OF INDIGENOUS AND BIOMEDICINE By Kristina Monroe Bishop __________________________________ A Dissertation Submitted to the Faculty of the SCHOOL OF GEOGRAPHY AND DEVELOPMENT In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY WITH A MAJOR IN GEOGRAPHY In the Graduate College THE UNIVERSITY OF ARIZONA 2010 2 THE UNIVERSITY OF ARIZONA GRADUATE COLLEGE As members of the Dissertation Committee, we certify that we have read the dissertation prepared by Kristina Monroe Bishop entitled The Nature of Medicine in South Africa: The Intersection of Indigenous and Biomedicine and recommend that it be accepted as fulfilling the dissertation requirement for the Degree of Doctor of Philosophy _____________________________________________Date: May 7, 2010 Paul Robbins _____________________________________________Date: May 7, 2010 John Paul Jones III _____________________________________________Date: May 7, 2010 Sarah Moore _____________________________________________Date: May 7, 2010 Ivy Pike Final approval and acceptance of this dissertation is contingent upon the candidate’s submission of the final copies of the dissertation to the Graduate College. I hereby certify that I have read this dissertation prepared under my direction and recommend that it be accepted as fulfilling the dissertation requirement. ________________________________________________ Date: May 7, 2010 Dissertation Director: Paul Robbins 3 STATEMENT BY AUTHOR This dissertation has been submitted in partial fulfillment of requirements for an advanced degree at the University of Arizona and is deposited in the University Library to be made available to borrower under rules of the Library. Brief quotations from this dissertation are allowable without special permission, provided that accurate acknowledgement of source is made. Requests for permission for extended quotation from or reproduction of this manuscript in whole or in part may be granted from the author.
  • Swaziland's Proposed Land Deal with South Africa - the Case of Ingwavuma and Kangwane*

    Swaziland's Proposed Land Deal with South Africa - the Case of Ingwavuma and Kangwane*

    Swaziland's Proposed Land Deal with South Africa - The Case of Ingwavuma and Kangwane* By Wolfgang Senftleben Since the Gambia united with Senegal under a Confederation recently, Swaziland (with an area of 17 363 sq.km) has been the smallest country in mainland Africa' (followed by Dj ibouti with 21 783 sq.km), but this could change very soon. In mid-1982 it was announced that the Republic of South Africa is willing to transfer two of its land areas totalling approximately 10 000 sq.km to the Kingdom of Swaziland. Together, these two areas would increase Swaziland's size by more than 60 per cent and give the hitherto land-locked state2 access to the sea with a potential port at Kosi Bay, just below Mozambique. The principal benefits for both countries are only too obvious: For Swaziland it means a realization of a long-standing dream of the late King Sobhuza II to incorporate all lands of the traditionally Swazi realm, besides ending Swaziland's status as a land-locked state. For South Africa it would be a major success of her apartheid policy (or territorial separation) by excommunicating two of its African tribaI areas with a population of together 850 000 people, which would give South Africa a tacit quasi-re­ cognition of her homeland policy, besides the advantage of creating a buffer zone between white-ruled South Africa and Marxist-orientated Mozambique for security reasons. However, such land transactions are carried out at the expenses of the local population in the respective areas of Ingwavuma and KaNgwane.
  • A New Species of Rhoicissus (Vitaceae) from Sekhukhuneland, South Africa

    A New Species of Rhoicissus (Vitaceae) from Sekhukhuneland, South Africa

    South Afncan Journal of BotaflY 2001 67 230-234 Copyngitt O NISC Ply LId Pntlled In Soullt AfnCD - All rights res erved SOUTH AfRICANJOORNAL OF BOTANY ISSN 0254-6299 A new species of Rhoicissus (Vitaceae) from Sekhukhuneland, South Africa 11r l 2 E Retief , SJ Siebert and AE van Wyk , Nationat Herbarium, National Botanical Institute, Private Bag X101, Pre toria 0001, South Africa , HGWJ Schweickerdt Herbarium, Department of Botany, University of Pretoria , Pretoria 0002, South Africa • Corresponding author. e-mail: [email protected]. za Received 5 January 2000, accepted in revised fo rm 30 June 2000 Rhoicissus sekhukhuniensis Retief, Siebert & A .E.van from which it can be distinguished by trifoliolate leaves Wyk, a rare new species from South Africa, is described, with coarsely toothed margins. Pollen grains are tricol­ illustrated and compared with other members of the po rate with a reticulate tectum. R. sekhukhuniensis is genus. It is a scandent shrub, rarely a robust climber, endemic to the Sekhukhuneland region, a centre of the young growth with a dense indumentum of reddish plant endemism associated with ultramafic rocks (main­ brown hairs. The species is closely related to the sim­ ly norite, anorthosite and pyroxenite) of the Eastern ple-leaved R. tomentosa (Lam,) Wild & RB,Drumm" Bushvetd Igneous Comptex, Introduction Rhoicissus comprises about 11 described species in south­ with midrib and principal lateral veins prominently raised, ern Africa and is presently under revision. The purpose of margins coarsely and bluntly toothed , densely fringed with th is contribution is to describe a distinct new member of the hairs; terminal leaflet obovate.
  • Sekhukhune II and the Pedi Operations Ofthe Anglo-Boer War, 1899-1902

    Sekhukhune II and the Pedi Operations Ofthe Anglo-Boer War, 1899-1902

    Pedi operations Sekhukhune II and the Pedi Operations ofthe Anglo-Boer War, 1899-1902 Felix Malunga' Introduction In this paper an attempt will be made to demonstrate how the Pedi under the leadership of Sekhukhune II took advantage of wartime conditions during the Anglo - Boer War to reshape the pattern of colonial relations imposed on them by the Zuid-Afrikaansche Republiek, to attempt to re-establish the dominance of the Sekhukhune House in the eastern Transvaal and to negotiate favourable terms with the occupying British military forces once the ZAR was defeated. It will also be shown that often Sekhukhune II deliberately followed a policy of not eliminating republican govemment officials, Boer farmers and their families as well as the Berlin missionaries in order not to antagonise the British and Boer military authorities against him. However, Sekhukhune II subjected all these groups to frequent harassment. Another primary aim of Sekhukhune II was to concentrate on punishing "sell-out usurpers" of the Pedi paramountcy who had betrayed the Pedi polity by pledging allegiance to Abel Erasmus, the Native Commissioner, who had represented Boer hegemony over the Pedi between 1881 and 1899. Again, Sekhukhune II punished Pedi Christian converts of the Berlin missionary society who had abandoned and undermined Pedi traditions and culture by converting and adhering to Christian principles. In this respect, a number of Berlin mission stations became battlefields of the warring Pedi factions. In the process these mission stations were neutralised as centres of the Berlin missionary activities. It was only after 1902 that attempts were made by the missionary authorities to rebuild these mission stations.
  • Race Relations

    Race Relations

    file:///G|/ProjWip/Products/Omalley/Tim/04%20Transition/T_SAIRR%201990-1994/SAIRR%20Survey%201992-93.HTM RACE RELATIONS SURVEY 1992/93 CAROLE COOPER ROBIN HAMILTON HARRY MASHABELA SHAUN MACKAY ELIZABETH SIDIROPOLOUS CLAIRE GORDON-BROWN STUART MURPHY COLETANE MARHKAM Research staff South African Institute of Race relations SOUTH AFRICAN INSTITUTE OF RACE RELATIONS JOHANNESBURG 1993 Published by the South African Institute of Race Relations Auden House, 68 De Korte Street file:///G|/ProjWip/Products/Omalley/Tim/04%20Tra...T_SAIRR%201990-1994/SAIRR%20Survey%201992-93.HTM (1 of 914)25/11/2004 15:17:41 PM file:///G|/ProjWip/Products/Omalley/Tim/04%20Transition/T_SAIRR%201990-1994/SAIRR%20Survey%201992-93.HTM Braamfontein, Johannesburg. 2001 South Africa Copyright South African Institute of Race Relations 1993 ISSN 0258-7246 PD4/93 ISBN 0-86982-427-9 Members of the media are free to reprint or report information either in whole or in part, contained in this publication on the strict understanding that the South African Institute of Race Relations is acknowledged. Otherwise, no part of this publication maybe reproduced, stored in a retrieval system or transmitted in any form or by any means, electrical, mechanical, photocopy, recording or otherwise, without the prior permission of the publisher. ACKNOWLEDGEMENTS The writers of this Survey wish to thank all those who assisted in producing this volume. We are indebted to all those who provided information, among them various organisations, trade unions, companies, government officials, officials of political parties, members of Parliament, academics and other researchers. We wish to thank the Institute’s production co-ordinator, Mrs Carol McCutcheon, for her work in style editing, liaising with the printers and production.
  • Participatory Research and Democratic Agrarian Transformation: the Case of the Eastern Transvaal Central Low Veld

    Participatory Research and Democratic Agrarian Transformation: the Case of the Eastern Transvaal Central Low Veld

    The African e-Journals Project has digitized full text of articles of eleven social science and humanities journals. This item is from the digital archive maintained by Michigan State University Library. Find more at: http://digital.lib.msu.edu/projects/africanjournals/ Available through a partnership with Scroll down to read the article. ARTICLE PARTICIPATORY RESEARCH AND DEMOCRATIC AGRARIAN TRANSFORMATION: THE CASE OF THE EASTERN TRANSVAAL CENTRAL LOW VELD Richard Levin1 Introduction Land and agrarian policy formulation in South Africa today is taking place in top-down fashion, without any serious attempt being made to involve rural people in the process. As the country enters a transition to democracy, various conceptions and practices of development are being debated. The World Bank and legions of international experts are rushing into the country to assist in the search for policy solutions to the problems of apartheid. While the 'lessons from elsewhere' are being paraded through conference centres throughout the country, little attention has been given to a critique of traditional developmentalism which has perpetuated inequality through its emphasis on market-oriented, technology- based, resource intensive and undemocratic development strategies (Harris et al, 1994). Nowhere is this more evident than on the terrain of land and agrarian reform, where groups of foreign and local experts periodically gather to deter- mine the fate of apartheid's greatest victims. Bold national land reform and rural restructuring programmes are being carved out with scant attention being paid to local detail and regional variation while the crucial question of articulation of scale between local, regional and national policy concerns is largely overlooked.